Base de Conhecimentos e Programas de Formação para Docentes de Inglês como Língua Estrangeira: uma perspectiva colombiana
DOI:
https://doi.org/10.17533/udea.ikala.12564Palavras-chave:
formação de docentes, ensino de uma segunda língua, competências do docente, formação de pessoal docente, bases de conhecimentoResumo
No século XXI, os programas de formação docente de professores de inglês deveriam estudar o que constitui a base de conhecimentos essenciais para professores de idiomas para ser eficazes em sua profissão. Esses programas devem se abster de conceituar simplesmente a base de conhecimento como a aquisição das habilidades básicas necessárias para o ensino, a competência dos educadores em sua área temática e o uso de suas habilidades pedagógicas. Pelo contrário, esses programas devem se esforçar em refletir sobre o que os docentes colombianos de idiomas precisam saber sobre o ensino e a aprendizagem e estudar como seu conhecimento, crenças e atitudes dão forma a suas práticas. Um ponto de partida para isso é a interpretação da variedade de propostas que se geraram por meio dos anos no campo. Este artigo oferece uma revisão do que é a base de conhecimentos docentes, apresenta uma visão geral de como os programas colombianos de formação docente em inglês como língua estrangeira estão trabalhando o conhecimento docente e sugere algumas estratégias para visualizar um quadro de referência mais completo para a formação docente na Colômbia.
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